Effects of Cueing and Self-Explanation on Chemistry Video Learning Across Tasks with Different Cognitive Demands
Journal of Chemical Education · 2026
Abstract e pubblicazione originale
L’abstract è consultabile nella fonte originale. Non viene ripubblicato qui perché non risulta verificata una licenza compatibile.
Leggi nella fonte originale ↗Parole chiave
Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsScience Education and Pedagogycueingself-explanationvideo-based instructioncognitive loadvisual attentionintrinsic motivationpupil sizefixation durationknowledge applicationconceptual understandingchemistry education
Come citare questo studio
Mengmeng Li, Kun He, Jianqiang Ye. (2026). Effects of Cueing and Self-Explanation on Chemistry Video Learning Across Tasks with Different Cognitive Demands. Journal of Chemical Education. DOI: 10.1021/acs.jchemed.6c00271
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